Cyberloafing behavior in teachers: Diyarbakir province example

The aim of this research is to examine teachers' cyberloafing behaviors. The universe of the research consists of teachers working in public schools in the central districts of Diyarbakır (Kayapınar, Sur, Yenişehir and Bağlar). 367 teachers selected by simple random method were included in the sample of the study. Explanatory sequential mixed method, which is one of the mixed method designs, was used in the research. In this context, quantitative and qualitative methods were used together. In the quantitative part of the research, the "Virtual Loafing Scale" was used within the scope of the general screening model. The collected quantitative data were analyzed by means of statistical package programs. In the qualitative part, the phenomenology design, which is one of the qualitative research designs, was used. Depending on the quantitative data, variables with significant differences were determined and interviews were conducted with 27 teachers in the same sample in order to determine the source of the significant difference in these variables. The data collected as a result of the interview were analyzed through descriptive analysis and added to the findings. According to the results of the research, teachers' cyberloafing behaviors are at "sometimes" level in total and in all sub-dimensions. "Sometimes" level corresponds to "moderate" level according to the five-point rating scale evaluation table. A significant difference was found between cyberloafing behavior and the variables of duration of service in the profession, frequency of daily internet use, the most accessed tool to the internet, age and working time in the current institution. In the qualitative part, the source of the significant difference was determined according to the opinions of the teachers. Accordingly, the source of the significant difference according to the teachers in the variable of service duration in the profession; The technological possibilities of the period, personality structure, professional experience, emotional characteristics and educational understanding of the period were expressed. The source of the significant difference in the frequency of daily internet use; technology and internet addiction, virtual socialization habits, internet use skills and self-improvement efforts. The source of the significant difference in the variable of the vehicle most accessed to the Internet is; ease of transport, ease of use and functionality. The source of the difference in the age variable; adaptation to technological developments, generation gap, work ethic and lifestyle. The source of the significant difference in the working time in the current institution is; corporate culture, sense of belonging, sense of responsibility, opportunity for socialization and workload.